Interteaching is a behavioral teaching method that has been empirically shown to increase student learning outcomes. The present study investigated the effect of combining interteaching with cumulative versus noncumulative exams in two sections of an online asynchronous class. Interteaching was used in both sections of the course. The…

Dueck recounts how, as a high school history teacher, he began to allow students to retake all or part of their end-of-unit tests. Influenced by the work of Rick Stiggins, Dueck prepared students for tests better by focusing on three questions Stiggins says students should be able to answer for themselves: Where am I going in this unit?, Where am…

Recent studies show that a new strategy called differential-associative processing is effective for learning related concepts; however, our knowledge about differential-associative processing is still limited. Therefore the goals of the present study are to assess the duration of knowledge that is acquired from using differential-associative…

New technology-enabled assessments offer the potential to understand more than just whether a student answered a test question right or wrong. Using multiple forms of media that enable both visual and graphical representations, these assessments present complex, multistep problems for students to solve and collect detailed information about an…

This proposal presents the results of a case study involving five 8th grade Taiwanese classes, two mathematics and three science classes. These classes used a new method of testing called confidence wagering. This paper advocates the position that confidence wagering can predict the accuracy of a student's test answer selection during…

Contends that measurement-driven instruction (MDI) has numerous interrelated and pernicious effects on curriculum, instruction, and learning. Shows that MDI fragments, narrows, deflects, and trivializes the learning experience and furthers the teacher-dominated classroom. Successful response to a set of questions does not equal understanding.…

Counters Gerald Bracey's rejection of measurement-driven instruction (MDI), especially the latter's "cursed trinity": fragmentation, deflection, and trivialization. Points to eminently successful modes of MDI and urges educators to emulate them. (MLH)

Offers the final word on the measurement-driven instruction (MDI) debate in this "Kappan" issue. Claims that Popham's article is internally inconsistent and provides no examples of well-constructed, instructionally illuminative tests. Also lacking are teacher testimonials and evidence that MDI programs are cost-effective or oriented…

The limitations of teaching and assessment of knowledge are emphasized, and an improved method is suggested to test the students. This superior examination technique would replace multiple-choice questions with free-response questions for numerical problems, wherein the numerical inputs fed in the computer would be optically scanned and graded…

A learning-for-mastery approach, recommended by Bloom and based on key points suggested by Biehler, was used in large lecture sections of undergraduate educational psychology. Quizzes were composed of completion items; one or more alternate forms could be taken until mastery was achieved or grades raised. Students also did short papers on readings…

Identifies and describes testing options available to history teachers. Tests discussed include essay, objective, true-false, multiple choice, identification, take-home, oral, and fill-in. Tips are presented to aid teachers in developing tests which are valid, reliable, and fair. Journal availability: see SO 507 033. (DB)

Immediate reinforcement of what has been learned is of prime importance. Ideal testing procedures are those that show students at once the rightness or wrongness of their answers. For reading comprehension, multiple choice is recommended; for production (oral or written), constructed responses (an example is given) are recommended. (IFS/WGA)

This project determines the extent to which similarity of teacher and student structuring of class materials is related to student performance on tests covering the materials. Information about how student and teacher structure the materials was obtained through a matching test. During the second stage of the project, three alternative procedures…

The study investigated the effects of exposure to computer-assisted testing (CAT) as an effective instructional method and its effects on attitudes toward computer-assisted instruction (CAI). Five computer quizzes consisting of 20 randomly drawn multiple-choice questions were individually administered on 10 teletype terminals. A feedback mechanism…